[[alternative]]The Study of BWF's Caring Education to the Establishment of Teacher-student Relationship and the Improvement of Adolescent Life Adjustment

[[abstract]] 本研究旨在探討國中教師學習實踐福智關愛教育後,對青少年師生關係的建立與提升青少年生活適應能力的影響,並分析不同背景變項之國中生,在各構面之差異情形。問卷調查以中台灣有學習過福智關愛教育的導師班級的學生,共18個班級,總計回收有效問卷511份,並將資料進行因素分析,描述性統計分析,t-檢定,單因子變異數分析及迴歸分析。根據資料分析結果,本研究獲致以下結論:第一、教師學習實踐福智關愛教育後,學生感受導師的關愛與師生互動的程度皆達中上程度。第二、青少年生活適應能力以「參與活動」得分最高,其次為「生活目標」,再其次依序為「行為成熟」「自我接納」「自我概念」、「人際關係」和「情緒穩定」,最低是「時間安排」。第三、國中「學生感受導師的關愛」及「師生互動關係」皆受學生就讀年級、導師性別與母親是否為本國籍影響而有所差異。第四、「青少年生活適應能力」受學生性別、就讀年級、個性,家中經濟狀況、是否擔任班級幹部及導師性別影響而有所差異。第五、學生感受導師的關愛與師生互動關係與青少年生活適應能力具有正向關係。本研究依研究結果提出建議,可作為青少年教育工作者及後續研究之參考依據。[[abstract]] This study explored how junior high school teachers, after studying and practicing the education of bliss, wisdom, care and love, impacted the establishment of the relationship between teenagers and teachers and the improvement of teenagers’ ability to adapt to life, and analyzed the differences in the discussed aspects among the junior high school students of different background variables. Questionnaires were distributed in central Taiwan to investigate the students in 18 classes whose mentors had fulfilled the education of bliss, wisdom, care and love. A total of 511 valid questionnaires were collected. The Factor analysis, descriptive analysis, t-test, One-way ANOVA and regression analysis were then conducted on the data. According to the analysis results, this study comes to the following conclusions. (1) After the teachers learned and practiced the education of bliss, wisdom, care and love, both the ratings of Teachers’ Care and Love Felt by Students and Teacher-Student Interaction reached or exceeded the medium level. (2) Regarding the teenagers’ ability to adapt to life, the rated aspects were sequenced as follows from the highest score to the lowest score: Participation in Activities, Goals for Life, Behavioral Maturity, Self-acceptance, Self-concept, Interpersonal Relationships, Emotional Stability and Time Arrangement. (3) The ratings of Teachers’ Care and Love Felt by Students and Teacher-Student Interaction varied according to the grade of the students, the gender of the teachers, and the nationality of the students’ mothers (whether of the same country or not). (4) Teenagers’ Ability to Adapt to Life was influenced by the gender, grade, personality and household financial situations of the students, whether the students acted as the class cadre, and the gender of the teachers. (5) Teachers’ Care and Love Felt by Students and Teacher-Student Interaction were positively correlated to Teenagers’ Ability to Adapt to Life. Based on these results, this study proposes related suggestions as the reference and basis for educators working on teenagers and future studies